Bridging the Theory-Practice Gap-Student Perspectives on the Use of Role-play Simulation in a Speech Pathology Theory Course: A Pilot Study.

INTRODUCTION

Grounded in Miller's pyramid, simulation seeks to provide a "shows how" learning experience, bridging theory to clinical application. This pilot study explores integrating role-play simulation-based learning within a third-year undergraduate speech-language pathology theory course at a South African university to address the theory-practice gap prevalent in traditional curriculum designs.

METHODOLOGY: This study employed a multimethod approach, primarily using qualitative design and analytic approaches with a purposive sample. It incorporated role-play simulations focused on informal bedside cognitive-communication assessments for traumatic brain injury and motor speech disorders, complemented by an escape room activity simulating real-world case scenarios. Data were collected through pre- and postcourse questionnaires, self-reflections, and reflexive thematic analysis of simulation debriefs.

RESULTS

Findings revealed that role-play simulations improved student knowledge, confidence, and integration of theoretical concepts, although some students expressed a need for additional practice and feedback. The structured design, peer and educator feedback during debriefings, and practical application were highlighted as critical factors contributing to learning.

CONCLUSION

These results from this pilot study suggest that role-play simulations can be effectively implemented in theory courses, offering a valuable pedagogical tool to assist in closing the theory-practice gap.